Central Kids Kindergartens - Thames

1 Evaluation of Central Kids Kindergartens - Thames

How well placed is Central Kids Kindergartens - Thames to promote positive learning outcomes for children?

ERO's findings that support this overall judgement are summarised below.

Background

Central Kids Kindergartens - Thames operates under the umbrella of the Central North Island Kindergarten Trust (CNIKT). The kindergarten is licensed to cater for 40 children from two years to school age. At the time of this ERO review, a high percentage of children enrolled identified as Māori. The kindergarten is open from 8.45am to 2.45pm, five days a week.

The kindergarten philosophy places priority on building reciprocal and trusting relationships with children, parents and whānau. Teachers aim to support children to develop skills for peaceful conflict resolution, negotiation and problem solving. There is a commitment to develop a deeper understanding of te Ao Māori.

Since the 2013 ERO review one new teacher has been appointed. There have been considerable developments in all the areas of self review identified for improvement in the 2013 ERO report. The centre has a positive ERO reporting history.

The kindergarten is well supported by the Central North Island Kindergarten Trust. The trust’s strategic direction sets out the service’s vision, expected educational outcomes and values. It also defines the strategies for delivering the principles and strands of the early childhood curriculum, Te Whāriki, and for respecting Te Tiriti o Waitangi. The trust works positively to provide equitable opportunities to families by extending its hours of opening.

Professional leaders monitor the kindergarten’s compliance with policies and procedures to ensure it meets regulation requirements and management expectations. They work alongside head teachers to support their leadership and provide guidance, and mentor teachers as part of the appraisal process. Kindergarten teachers have many opportunities to attend professional development opportunities to grow their teaching and leadership skills.

The trust has undertaken a long-term review of teacher appraisal in consultation with teachers. This is enabling them to respond to the expectations of the Education Council and increase the depth of teachers’ reflections about their practice. The trust has also responded effectively to the Vulnerable Children’s Act, and is well-placed to complete required changes to policies and practices for the protection of children.

This review was part of a cluster of four reviews in the Central North Island Kindergarten Trust.

The Review Findings

Central Kids Kindergarten - Thames is very well placed to sustain positive outcomes for children and their families.

The head teacher and teachers work in partnership with parents, whānau and external expertise in the local community to advocate for and ensure inclusive and equitable outcomes for all children. Relationships at all levels are based on mutual trust and respect. Children, their parents and whānau, and staff, have a strong sense of belonging within the kindergarten community. Māori are acknowledged as tangata whenua and a culture has been created that respectfully validates te ao Māori practices.

Children's wellbeing is a major priority for teachers and an essential foundation to support learning. Everyone's knowledge of the child is valued and children are viewed within the context of their family backgrounds. Teachers work in partnership with all parents so they can respond effectively to children's individual social, cultural and life experiences to make learning relevant and authentic.

The kindergarten's philosophy for teaching and learning is strongly evident in practice. Teachers are highly skilled at responding to and intentionally coaching children's social and emotional competencies, and lifelong learning dispositions. They use a wide range of strategies to affirm and support children to achieve success in learning and to feel capable and confident.

Children benefit from an environment that encourages open-ended exploration through play. They are able to think critically, wonder, be creative and use their imagination through their interactions with people and the environment. Concepts of ako, where everyone is a learner and a teacher, are interwoven into the daily programme and involve children, staff and whānau in meaningful contexts, responding to children's interests, strengths and needs.

A strength of the centre is the additional assistance provided to children with learning priorities. Leaders and teachers work hard to remove barriers to children's participation in the kindergarten. With the support of competent teacher aides, they ensure children's full engagement in all aspects of the programme. Priority learners are progressing well, and achieving success as confident and capable learners.

Children's transitions into and out of the kindergarten are managed sensitively and in partnership with parents and whānau. Teachers' focus on building social competencies, learning dispositions and self-care skills effectively assists children's transition to school.

Teachers skilfully integrate bicultural practices, literacy, mathematics, and other learning experiences naturally into the programme, through child-initiated play. Children's learning is enriched through the kindergarten's Ngahere programme where ten children, one day a week, explore a local bush area with teachers and whānau. Children learn about bush craft and environmental awareness, building their sense of responsibility and guardianship (kaitiakitanga) for earth (Papatuanuku).

Parents feel very welcome and enjoy spending time playing and interacting with children, and helping teachers. Well-presented portfolios, informal conversations and displays keep them well informed about children's interests and learning. Individual assessments build a clear picture of progress and achievement, with links to peers, home and the environment. Children have ready access to their learning stories. The recent introduction of electronic portfolios is encouraging increased feedback from parents and whānau.

The head teacher and teachers are well supported by the CNIKT professional leader. They are committed to ongoing learning for all. They have established practices to review and develop aspects of teaching and learning, with a focus on positive outcomes for children and their families. Teachers make effective use of one another's knowledge, skills and expertise. Highly developed self-review processes are leading to continual improvement in outcomes for children and their families.

Key Next Step

A next step for the kindergarten is to continue to strengthen the self-review evidence to support teachers' evaluation of the effectiveness of their teaching and learning practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central Kids Kindergartens - Thames completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

• curriculum
• premises and facilities
• health and safety practices
• governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

• emotional safety (including positive guidance and child protection)

• physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

• suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

• evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Central Kids Kindergartens - Thames will be in four years.

Lynda Pura-Watson

Deputy Chief Review Officer

10 October 2016

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

• Very well placed – The next ERO review in four years
• Well placed – The next ERO review in three years
• Requires further development – The next ERO review within two years
• Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.